Author 



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Sfcmdard Educafioncit Tests 



Manual of Directions 

By M. E. HAGGERTY 

University of Minnesota 



For Achievement Examination in 
Reading : Sigma 1, and Intelligence 
Examinations : Delta 1 and Delta 2 




1920 
WORLD BOOK COMPANY 

Yonkers-on-Hudson 



WORLD BOOK COMPANY 

THE HOUSE OF APPLIED KNOWLEDGE 

Established, 1905, by Caspar W. Hodgson 

YONKERS-ON-HUDSON, NeW YoRK 

2126 Prairie Avenue, Chicago 



Two types of measurement are called for in modem 
educational work : one the measurement of intelli- 
gence, the other of achievement. To meet this 
need World Book Company has inaugurated a series 
of Standard Educational Tests. Of the three initial 
items of this series, one is an achievement exami- 
nation in primary reading and two are group in- 
telligence examinations. All three tests have been 
widely used, and both grade and age norms are avail- 
able. With the aid of this Manual of Directions, 
teachers who are not expert psychologists can give 
and score the tests. For this reason the tests should 
prove of great service not only to specialists, but to 
all school superintendents, principals, and teachers 



n, •f B» 

SEP 23 1920 



Copyright, 1920, by World Book Company 

Copyright in Great Britain 

All rights reur'ved 



V 



^\\^\ 



^ 



II. 



III. 



IV. 



\\^ 



CONTENTS 



Introduction ..... 

1. Achievement Tests . 

2. Intelligence Tests 

3. Who Can Give Intelligence Tests .? 

4. Teaching and Testing 

5. Practice in Testing . 

6. The Tests .... 

7. General Directions ... 

8. How to Use Results of Tests . 

(A) For Grouping of Pupils 

(B) For Measurement of Progress 

(C) Caution .... 

Achievement Examination in Reading 

1. Directions for Giving 

2. Directions for Scoring 

3. Class Record Sheet . 

4. Interpretation of Results . 

Intelligence Examination : Delta i 

1. Directions for Giving 

2. Directions for Scoring 

3. Class Record Sheet . 

4. Interpretation of Scores . 

Intelligence Examination : Delta 2 

1. Directions for Giving 

2. Directions for Scoring 

3. Class Record Sheet . 

4. Interpretation of Scores . 



Sigma i 



5 
5 
5 
8 

9 
9 

10 
II 
14 
14 

17 
18 

20 
20 
24 
27 
30 

32 
32 
41 
45 
45 

47 
47 

52 
57 
57 



I 

INTRODUCTION 

I. Achievement Tests 

Within recent years educational science has developed 
standardized tests and scales for measuring the achieve- 
ments of school children. One of the obvious advan- 
tages of such measuring instruments is that they offer 
standards of attainment for the several grades based 
upon the performance of a large number of children to 
whom they have been given. They present, therefore, 
a known difficulty for the several grades, and with such 
tests it is possible to determine the relative standing 
of any pupil or any class in terms of standard scores. 

The usefulness of such standard scales and tests is 
now generally accepted in leading educational circles 
throughout the country, and wide-awake teachers and 
supervisors are everywhere employing them to supple- 
ment their regular school procedure. The time has 
come when the efficiency of teaching and the progress of 
children in certain subjects can be more clearly stated in 
terms of standard tests than in any other way. 

2. Intelligence Tests 

While the use of achievement tests may thus be said 
to be a fairly well-established procedure in leading 
school systems throughout the country, the employment 
of tests of general intelligence is less widespread. There 
can be little doubt, however, that the time is ripe for a 
considerable extension of intelligence testing in connec- 
tion with regular school procedure. Such testing should 

5 



6 Manual of Directions 

be in part supplementary to the use of achievement tests ; 
in part it should be a substitute for the tests in regular 
school subjects. 

Note. However we may technically define intelligence, what we mean 
by it here is that capacity which enables a pupil to profit by the work of a good 
school, to recognize the meaning of words and sentences, to remember impor- 
tant facts observed and learned, to discriminate essential from unessential 
materials, and to infer correct conclusions from presented data. 

The score which a child makes in an achievement test 
is due in part to the native intelligence of the child and 
in part to the teaching which he has received in school. 
The fact that a pupil makes a high score in a reading 
test may be due to the superior teaching he has received 
or to the fact that he is of superior mental ability. The 
achievement test makes no pretense at discriminating 
these two factors. The intelligence tests attempt to 
measure, in a more discriminating way than do the 
achievement tests, the native intelligence of a pupil. 
They thus give additional information upon which to 
judge the reasonable progress of a pupil and an addi- 
tional basis for his classification and instruction. 

With the extension of educational investigation it is 
becoming apparent that too little attention is being paid 
to the native intelligence of children. Attention was 
first directed to the matter through the presence in the 
schools of a considerable number of mentally defective 
and in some cases of feeble-minded children. These 
children presented serious problems to teachers and 
forced themselves upon the attention of superintendents 
and others. The result was the organization of special 
classes for teaching them and the development of special 
testing methods for their proper classification. 



Introduction 7 

More recently attention has been called to the presence 
in the schools of a number of superior children. The 
number of these is probably as great as that of the 
backward and feeble-minded. The work of Terman, 
Whipple, and others shows that such pupils can be 
identified through the use of intelligence tests and that 
they can with profit to themselves and others be sepa- 
rated from the regular classes and be taught as a special 
group. 

The defective and the superior children are but the 
extremes. Even among the so-called normal group — 
the large proportion of children of any age who cluster 
about a central tendency of ability and attainment — 
there are wide variations that cannot be accurately stated 
in terms of chronological age and school advancement. 

It is clearly to the interest of any child that his teacher 
have an accurate appreciation of his general intelligence, 
whether it be high or low. If he is of low intelligence, 
he should not only be grouped along with other children 
of his own level, but he should be instructed by methods 
adapted to his needs. If he is of superior quality, he 
should be given every reasonable chance to learn rapidly 
and to receive the kind of training which his capacities 
warrant. The average child should be known for what 
he is and instructed accordingly. 

Until the last short while it has been next to impossible 
to measure the intelligence of any very large number 
of individuals, because the tests available provided only 
for individual examination, and this consumes time. 
The necessities of the army examination, however, 
demanded group examinations and quickly forced the 



8 Manual of Directions 

development of methods for testing large numbers of 
individuals at a time. The results of this forward step 
in intelligence testing will now be available for the work 
of the schools. 

The group test provides the means by which it will 
soon be possible to get, without too great an expenditure 
of time, an intelligence rating of every child in the school. 
In some schools this is already being done. 

3. Who Can Give Intelligence Tests .f* 

Teachers will never have an adequate appreciation 
of the significance of intelligence or of the part it plays 
in the education of children until they learn to give 
intelligence examinations and to interpret the results 
of the tests. They should learn through actual expe- 
rience in giving and scoring tests how great the differences 
of intelligence among children of the same age really are. 
Only when they deal with concrete cases measured in 
definite terms will they be able to direct their school 
work so as to secure the best results. 

It is fortunate, therefore, that in the development of 
methods of intelligence examination we have arrived at 
the place where a good teacher can safely make the tests. 
It is further fortunate that the development of group 
methods enables her to do this for all the children who 
come under her direction. Because of these two facts 
we are fairly able to give intelligence examinations to 
all the children in our public schools. 

These statements should not be taken to imply that 
the average teacher can make an adequate psychological 
diagnosis of complicated and difficult cases. Such chil- 



Introduction 9 

dren should have the services of an expert psychologist. 
The point to be urged here Is that an intelligent teacher 
can be quickly taught how to give and score the kind of 
tests described In this manual. In almost any school 
system there Is some teacher, principal, supervisor, or 
other person who has had sufficient training In normal 
\ school or college to enable him to follow the directions 
here given. Such a person can be used to train others, 
and with proper perseverance and precautions an entire 
corps can be taught to do the work. 

4. Teaching and Testing 

A handicap which even the good teacher suffers in 
giving tests Is his well-established teaching habits. 
These lead him to assist the pupil who is trying to 
solve a difficult problem, by the asking of leading 
or suggestive questions or by a simplification of the 
situation. Such methods are out of place in the giving 
of a standard test. For the duration of the examination 
the teacher ceases to teach and merely acts to provide 
a situation to which each child will respond as his abilities 
enable him to respond. This situation must be the 
same for all children, and to this end the teacher must 
restrain his tendency to help weak pupils or to simplify 
the tests more than the printed directions already do. 
The directions must he naturally but rigidly followed. 

5. Practice in Testing 

Every examiner should have some preliminary practice 
in giving the tests before attempting seriously to examine 
a class. Well-trained teachers, supervisors, or super- 



lO Manual of Directions 

intendents who are not trained in giving tests will show 
peculiar variations in methods of work in their early 
efforts, and these variations may make significant dif- 
ferences in results. Practice should be continued until 
these individual variations in method are reduced to a 
minimum. If a group of teachers will practice giving 
the tests to small groups of pupils or adults under criti- 
cism of each other or of a principal, supervisor, or super- 
intendent, they will soon attain a fair uniformity in 
method. 

6. The Tests 

The present project offers three separate group exami- 
nations. Two of these are general intelligence exami- 
nations. The third is an achievement examination (two 
tests) in primary reading, Grades i to 3. All these tests 
were used in the survey of the public schools of Virginia 
during the year 1919. Intelligence examination Delta 2 
is an adaptation of the army intelligence examinations. 
Approximately i5,ocx) Virginia children were given this 
examination. It has also been used in the public schools 
of Baltimore, Buffalo, Champaign, Cleveland, Detroit, 
Evansville, Indianapolis, Louisville, Oakland, Omaha, 
Rochester, Stoughton, Aberdeen, and in a number of 
other cities in Illinois, Iowa, Wisconsin, South Dakota, 
and California. Sigma i was devised during the Vir- 
ginia Survey for the purpose of measuring the reading 
ability of second-grade children, and in addition to 
the five thousand first, second, and third grade chil- 
dren examined in Virginia the test was given in the public 
schools of St. Louis, Cincinnati, Madison, Bloomington, 



Introduction 1 1 

Minneapolis, and Aberdeen. Delta i was devised and 
used as a group intelligence test for primary children. 
It has been given somewhat less widely than Sigma i, 
but tentative norms are available for comparative pur- 
poses, and the results indicate that it will be serviceable 
for the lower grades. 

7 

7. General Directions 

To assist those who have had little experience in giv- 
ing tests, the following general directions are offered, 
in order that the results of the tests may be comparable 
with similar results obtained elsewhere. Specific directions 
for each examination will be given later. 

(i) Quiet room. The examinations should be given 
in a room free from distracting noises within or without. 
Preferably only the examiner and the pupils should be 
present. If others are present, they should be seated 
at the back of the room and should remain quiet until 
the examination is completed. 

(2) Clear desks. Have all books, papers, and other 
materials removed from the tops of the desks during the 
examinations. 

(3) Sharp pencils. Have the pupils use pencils in 
all tests. Each pupil should have two well-sharpened 
pencils with which to begin, and the examiner should 
keep a supply of sharpened pencils at hand for 
emergencies. 

(4) Distribution of materials. The examiner should 
remain at the front of the room during the entire exam- 
ination. He should not, therefore, distribute materials 
himself. He should lay bundles of papers on the desks 



12 Manual of Directions 

of pupils sitting in the front seats and instruct these 
pupils how to distribute them. 

(5) Examiner^s manner. The examiner's manner 
should be pleasant and such as to set the pupils at ease 
in beginning the examination. He should speak dis- 
tinctly, in a moderate voice, and should avoid anything 
that would distract the attention of pupils from the work. 
He should proceed promptly, so as to keep pupils alert, 
but should avoid excitement. The examinations can be 
successfully given only when the children are attentive 
and interested. Go about your work in a businesslike 
way. Do not hurry, but do not waste time. Children 
naturally like the tests which are here to be given, and 
any failure on their part to respond in a proper manner 
will usually be due to some failure on the part of the 
examiner to use ordinary tact in handling the exami- 
nation. 

(6) Giving directions. It is intended that the direc- 
tions shall be so explicit that all children will understand 
exactly what to do after the signal to start has been given. 
Therefore, in order to maintain uniform conditions in 
the giving of the tests do not entertain any questions 
from pupils after the signal "Go !" has been given. Read 
and speak all directions slowly and distinctly, so that 
every child will have a fair opportunity to understand 
clearly what he is to do, but do not repeat if the instruc- 
tions do not so direct. Avoid all impromptu directions, 
since such variations in the method may modify the 
results of tests. 

(7) Keeping time. The results of the examinations 
will be valueless unless the time is kept accurately. A 



Introduction 1 3 

good watch having a second hand is sufficiently accurate 
if the examiner is skillful in starting the examination 
and stopping the pupils on the exact second. How 
important this is, is shown by the fact that a variation of 
one second in timing certain tests means a variation of 
about one per cent in amount accomplished. 

In starting a test be sure that all pupils are at "Atten- 
tion" before giving the starting signal. Start each 
test with the second hand of your watch at 60 or 
zero. Watch the time accurately and speak the word 
*'Stop" in a pleasant but decisive tone, so that all 
pupils will stop work at the same time. If by chance 
you make any mistake in timing the test, note that fact, 
so that account may be taken of it when the tests are 
scored. 

(8) Copying. Every effort should be made to prevent 
copying. This kind of unfairness is especially likely 
to occur where two or more children occupy the same 
desk or where the aisles between desks are narrow. It 
is absolutely necessary that it be prevented. Where 
the conditions are not favorable for work, the examiner 
should not hesitate to reseat pupils and should not 
hesitate to call to attention quietly but firmly any pupil 
caught copying. The papers of such children should 
be marked so as not to be counted in the scoring of the 
class. 

(9) Unreliable papers. In some classes papers of 
certain pupils will be rendered unreliable by breaking 
of a pencil point, by children leaving the room, or by 
other variations. All such papers should be marked 
so that they will not be counted in a group score. 



14 Manual of Directions 

8. How TO Use Results of Tests 
(a) for grouping of pupils 

From what has been said earlier it will appear that 
one of the functions of the intelligence tests is to indicate 
the proper grouping of children in the school. This 
is also one function of the reading test described in this 
manual. It is not always easy, however, to place chil- 
dren where the tests indicate they should go. 

Much depends upon what facilities are available or 
can be made available. Two general types of classes 
in addition to the regular grades are coming into vogue 
in American schools. The first of these and the one of 
longest standing is the class for retarded children. Such 
classes are of various levels, from those for feeble-minded 
to those ^* opportunity classes" designed for normal 
pupils who have fallen behind because of illness, absence, 
or other reason. Every school system with an enroll- 
ment of 300 pupils should have one or more such classes. 
Backward and defective children should be gathered 
together and placed in the hands of a teacher trained 
specifically for the teaching of such pupils. Where 
classes of this type are already in existence, it is a simple 
matter to transfer to such a class a pupil whom the tests 
indicate will not profit by the regular work of the class. 

A more recent development in public schools is the 
class for superior children, in some schools called '* rapid 
progress classes." American schools have as yet had 
but little experience in the training of superior children 
as a class, but indications point to a considerable exten- 
sion of the special class to meet the situation. Such 



Introduction 15 

classes should be organized early in the school course, 
probably about the fourth grade. The probable members 
of such a class can be determined at this time, if not 
earlier, and they can then cover the remaining portion of 
the elementary school course at a rapid rate but without 
skipping important parts of the upper-grade work. The 
teacher of a superior class is as much in need of special 
preparation as is the teacher of defective children, in 
order that he may make the best possible use of the 
children's time. Surely no more attractive task awaits 
any elementary teacher. 

From the positive social point of view the average and 
superior children are most important. The great bulk 
of the world's work is done by persons of average capac- 
ity, and these pupils should be taught as effectively as 
possible. On the other hand, most of the leaders of the 
next generation are among the small per cent of superior 
pupils now in the elementary schools. These children 
should be discovered and set upon the road of rapid prog- 
ress. They have far to go because their training must 
be extensive. They will arrive none too early, for active 
participation in the world's affairs will stop short their 
educational careers if too prolonged. 

The special class, however, is not the only solution for 
the mis-grouping of children which the tests reveal. 
Children in the lower and middle grades who are shown 
to be distinctly superior may be given double promotions. 
Such children quickly adjust themselves to new conditions 
and in some cases are soon ready to repeat the process. 
Skipping in the upper grades, particularly the seventh, is 
of more doubtful expediency, although here it is some- 



l6 Manual of Directions 

times to be preferred to the lockstep which dulls interest. 
Skipping the eighth grade is probably a less serious matter. 
The important point to be kept in mind always is to be 
assured that the child's abilities warrant the move. 

It is by no means certain that skipping or rapid prog- 
ress in a special group is the proper solution of the educa- 
tion of the superior child. InteUigence is not the only 
determinative factor. There are, besides, the important 
physical and social qualities which may or may not keep 
pace with the growth of intellect. It is just possible that 
the rapid development in intelligence may best be utilized 
by the enrichment of the course of study while the child 
is allowed to remain in the same social group. Quite 
frankly we are here pioneering in educational methods. 
The best discussion of the matter will be found in the 
following recent books : Terman, The hitelligence of School 
Children, and Whipple, Classes for Gifted Children. 

The one distinct step in advance is the increase in the 
reliability of our measuring scales and their adaptation to 
group methods, to the end that we can measure all the 
children in the school. 

Demoting children is always fraught with danger both 
because of parental objection and because it is so likely 
to dull the edge of effort. It should be avoided wherever 
possible. If the use of intelligence tests is begun suffi- 
ciently early in the child's career, demotion will not be 
necessary. The pupil will not only be saved the chagrin 
of being grouped with his intellectual superiors, but the 
instruction which he gets will be better adapted to his 
needs, and real progress will be actually more rapid than 
if he is dragged along in a class more able than he is. 



Introduction 17 

In some cases conditions may be such as to suggest 
a regrouping of an entire class or even of a school. In 
that event, the general intelligence of pupils coupled 
with their industry is probably a better basis of classi- 
fication than are the scores in any achievement tests, 
unless it be a test in silent reading. The best arrange- 
ment, where conditions permit, is probably a flexible 
grouping system which places children in a class group 
on the basis of their general intelligence and then allows 
a regrouping for the teaching of certain subjects such as 
handwriting, spelling, or geography. 

(b) for measurement of progress 

Certain of the tests described in this manual have a 
function other than that of classifying pupils. This is 
true of the reading tests in Sigma i. In a sense it is 
true also of Exercise i of Delta 2, which may be regarded 
as a test in reading, and Exercise 2 of Delta 2, which 
tests ability in the solution of common arithmetical 
problems. Grade norms are given for all these tests, 
and comparison will show the standing of a pupil or class 
in terms of these standard norms. None of the norms 
given represent a particularly high degree of achieve- 
ment, and the pupil or class which falls short of the 
norm is in need of attention in that subject. 

After a lapse of time the tests may be given again, to 
show if progress has been made in the interim. The dif- 
ference in the initial and final scores will then be the 
measure of improvement. 



1 8 Manual of Directions 

(c) CAUTION 

A caution should be urged against relying too exclu- 
sively on the bald test score as a basis for administrative 
action. The tests when properly given do measure what 
they are supposed to measure. There is always the 
possibility, however, that the child for some reason did 
not do himself full justice in the test. Cases of this 
sort are more likely to remain undetected in group test- 
ing than where an individual is examined alone. The 
results of the tests should therefore be set alongside 
other important data of the type called for on the Class 
Record Sheet and interpreted in the light of all such supple- 
mentary information as may be available. In the small 
number of cases where there is a clear disagreement 
between the results of the tests and other data, the tests 
may be repeated and additional tests may be given. 

One particular procedure to be highly recommended is 
the individual examination of unusual cases. This can be 
done with the Stanford Revision of the Binet Tests, the 
Yerkes-Bridges Point Scale, the Pintner-Patterson Per- 
formance Scale, or any other series of well-standardized 
tests. This method of following up group tests with 
individual examinations was pursued in the intelligence 
examinations in the army with highly satisfactory results. 

It should be especially pointed out that the tests are 
not a substitute for common sense on the part of a teacher 
or superintendent. When a physician reads a ther- 
mometer, counts the pulse, and measures the blood pres- 
sure of a patient, he does not throw away his power 
of personal judgment. He interprets these data in terms 



Introduction 19 

of all the other things he knows about the patient and 
about human nature in general. In like manner the 
educational examiner must use the results of his tests to 
supplement, to correct, or to reinforce his ordinary powers 
of observation. Only so will the tests justify themselves, 
but so used they will add greatly to intelligent treatment 
of school problems. 

Doubtless the tests will render their greatest service 
to individuals who are particularly stupid or particularly 
bright. Experimental work shows that teachers gen- 
erally rate dull pupils better than they are and tend to 
promote them to work they cannot do. Similarly they 
tend to underrate superior children and to keep them 
from advancing as rapidly as they should. The interests 
of all concerned demand the most accurate possible 
classifications. A class is most easily instructed when 
all the pupils are of the same grade of development. 
Dull children should be set to learn tasks they can per- 
form, and superior children should be released from the 
lockstep of a rigid grading system and set free for their 
most effective development. 



II 

ACHIEVEMENT EXAMINATION IN READING: 

SIGMA 1 

I. Directions for Giving 

(i) Sigma I contains two reading tests. Test i extends 
from page i through page 7, and Test 2 is on page 8. 
Test 2, on page 8, should be given first. 

(2) After the examiner's mission has been explained 
to the children, desks have been cleared, pupils, where 
advisable, reseated, pencils distributed, and monitors 
appointed in accordance with the general directions, the 
examiner will say to the pupils : 

''We are now ready for our first test. The monitors 
will please distribute these little books, giving one to each 
pupil, this side (exhibiting the last page of the booklet) 
up. You are to do nothing until I tell you what to do." 

(3) When the books have been distributed and the 
pupils are all giving attention, the examiner will say : 

a. "On this page are some questions with the answers 
'No' and 'Yes' written after them. Only one answer is 
right for each question. Let us read the first question 
aloud together. (Examiner reads aloud with children.) 
'Do dogs bark.^' No Yes. The right answer is Yes; 
so a Hne is drawn under 'Yes.' 

h. "Read the next question aloud with me. (Read 
aloud with children.) Is ice hot .^ No Yes. The right 
answer is No ; so a line is drawn under 'No.' 

c. "Read the next question. (Read aloud with chil- 
dren.) 'Have cats wings .^' No Yes. Put your pencil 
under the right answer. Which word is your pencil 

20 



Achievement Examination: Sigma i 21 

under ? (Examiner gets response from several children.) 
No is the right answer; so the pencil should be under 
*No.' Draw the Hne under 'No' and be sure to draw it 
only under 'No.' 

d. "Read the next question. (Read aloud with chil- 
dren.) Can you see ^ No Yes. Put your pencil under 
the right answer. Which word is your pencil under t 
(Examiner gets response from several children.) Yes 
is the right answer. Draw a hne under it and be sure to 
draw it only under 'Yes.' 

e. "Below are a great many more questions. Read 
them carefully to yourself one at a time and draw a line 
under the right answer. Ready! Go!" 

(4) Allow exactly 2 minutes and then say: "Stop! 
Turn your books to page i." (Examiner holds up book 
so that all can see.) 

(5) When the books are all turned, the examiner will 
instruct the pupils to fill in the blanks at the top of page. 
In some cases, as in that of a teacher giving the test to 
her own class for her own use, the name may be all the 
data needed. In such cases the other blanks may be 
ignored. In the upper grades the pupils will supply the 
needed information without detailed instructions. 

Where the detailed information is desired, the following 
instructions may be used : 

a. "On this page (pointing to the front page of the 
booklet) there are certain blanks to fill in. Look at the 
first one and write your first and last names. (Pause.) 

h. "On the same hne read 'I am a ' Write the 

word 'boy' if you are a boy. If you are a girl, write the 
word *girl.' (Pause.) 



22 Manual of Directions 

c. "On the next line it says : 'This is the day 

of 19- • ' Write in the day and the name of the 

month. (Examiner will give the correct data.) (Pause.) 

d. "On the same Hne tell how old you are. (Pause.) 

e. "Now look at the next line. 'My next birthday 

will be ' Write the month, 

day, and year. (Pause.) 

/. "Look at the next sentence : 'I am in half 

of Grade ' In the first blank write the word 

'First' if you are in the first half grade; write the word 
'Second' if you are in the second half grade. (Pause.) 
In the second blank write the figure showing which grade 
you are in. (Pause.) 

g. "Now look at the next line and write the name of 
your school. (Pause.) On the same Hne write the name 
of your city (county). (Pause.) 

h. "On the last Une write the name of your state." 
(Pause.) 

Note. For the younger pupils the examiner should write on the board 
all difficult words, such as names of months, name of school, city, state, etc. 

FORE-EXERCISE 

The remainder of page i is to be used as a fore-exercise 
to Test I, which begins at the top of page 2. 

In beginning the fore-exercise the examiner will say to 
the pupils : " In this book are some pictures. You are to 
make some marks on the pictures and you must be very 
careful to make exactly the right marks and to make 
them in exactly the right place. 

a. "Look at the first picture on the page. It is an 
apple. Let us read the first Une together and see what 



Achievement Examination: Sigma i 23 

kind of a mark you are told to put on the apple. (Ex- 
aminer reads aloud with children.) 'Put a stem on the 
apple.' Find the right place on the apple and put on the 
stem. Do not put any other marks on the picture. 

h. "Read the next Hne aloud with me. (Read aloud 
with children.) *Put a cross on the ball.' Make a cross 
Uke this : X. (Show children on the blackboard.) Do it. 

c. "Read the next Une aloud with me. (Read aloud 
with children.) * Put a ring around the bee.' What kind 
of a mark are you to make this time .^ (Get answer.) 
Yes, a ring. Where are you to make it .^ Around the 
bee. Do it. 

d. "Read the next Hne. (Read aloud with children.) 
'Make two lines under the horse.' What kind of marks 
are you to make t Lines. How many .? Two. Where ^ 
Read the sentence again to make sure. Under the horse. 
Make the lines this way. (Examiner makes two hori- 
zontal lines on blackboard.) Be sure to make the right 
kind of marks and to put them in the right place. Do it. 

e. "Read the next Une aloud. (Read with children.) 
' Put a cross over the dog.' Over the dog means above, not 
on, the dog. Put your pencils over the dog on the place 
where you are going to make the mark. Read the 
sentence again to see what kind of a mark you are told to 
make. A cross. Do you remember how to make a 
cross 1 Like this, X (pointing to cross on board). Make it. 

TEST I 

/. "On the next pages you will find more pictures, with 
sentences telling you how to mark them. You are to 
read the sentences to yourself and make the right mark in 



24 Manual of Directions 

the right place. Begin at the top of the page and read 
as far as you can. 

"Ready! Turn the page and begin." 

If the children in the advanced second and third grades, 
on completing page 6, hesitate about starting on page 7, 
the examiner may tell them to answer the paragraphs 
on that page also. 

Allow exactly 20 minutes and then say *^Stop 1" 

2. Directions for Scoring 

TEST I 

(i) Page I, which is a fore-exercise, is not scored as a 
part of a test. The test proper begins with question i 
on the second page. In general, any response is accepted 
as correct which shows that the pupil has read the passage 
accurately. Marks placed on the pictures in addition 
to those required are to be ignored unless the presence of 
such additional marks makes it impossible to determine 
whether the correct response was actually intended. 
For example, question 16 requires a cross to be put over 
the picture of the mouse. If the child makes this cross 
and also puts the cross over the lion, it is not clear that 
he understood the direction accurately. Such response 
is, therefore, counted wrong. The following detailed 
directions will serve as a key for the scoring of each item. 
Where the rules given in 2 do not cover the case, the scorer 
is to exercise his own best judgment. 

(2) Rules for individual items. In scoring, place a 
check mark against each wrong or omitted response. 

Item I. Any kind of tail put on in the right place 
scores right. 



Achievement Examination: Sigma i 2g 

Item 2. Any mark on the head of the bird obviously- 
intended to be an eye is correct. If both fish and 
bird are marked, it is wrong. 

Item 3. If ring is around both mouse and squirrel, 
or if ring is around each, score wrong. A ring 
drawn around the squirrel but excluding the tail 

' scores right. "> 

Item 4. Cross must be clearly on the wing of the 
goose. Cross on either wing counts right. A 
cross on both the wing of the goose and the wing 
of the chicken counts wrong. 

Item 5. Tail must be clearly an extension of the 
tail on the rabbit. 

Item 6. Score wrong if there are two lines under 
each of the bubbles. 

Item 7. The cross must be clearly above the hand 
that is holding the pipe. If there are lines under 
the larger bubble and a cross above it, score wrong 
even if a cross is above the pipe. 

Item 8. Each cross must be above a bird, not on a 
bird, to score right. Score right if there is a cross 
above at least three of the birds that are on the 
ground. 

Item 9. The cross must be on each child in the box 
to score right. Score right if the crosses are on 
the hair, face, or clothes of the children. Score 
wrong if cross is also on the girl outside of the box. 

Item 10. Lines must be under girl outside of the 
box only to score right. 

Item II. One Hne under wolf if not also under pig 
or kettle scores right. 



26 Manual of Directions 

Item 12. Cross, if under kettle only, scores right. 

Item 13. Two lines must be over elephant only 
to score right. 

Item 14. Cross must be under monkey only to score 
right. 

Item 15. Line must be under the hunters only to 
score right. 

Item 16. Cross must be over the mouse only. 

Item 17. Cross must be clearly under the man. 
Cross on man's trousers scores wrong. 

Item 18. Four crosses on the Une scores right. 
Score wrong if the figure 4 or word "four" is 
written on the line. Score wrong if crosses are on 
the turtles on the stump. 

Item 19. Line must be under the women only to 
score right. 

Item 20. The ring should be around all the chil- 
dren. Score right if the two larger boys and one 
larger girl are encircled. Score right if separate 
rings are drawn around each child in the group. 
Score wrong if any other ring is drawn on the 
picture. 

Item 21. A cross under either bell scores right. 
A cross under each bell scores right. Score wrong 
if any other cross is on the picture. 

Item 22. Score right if line is drawn under the word 
"teacher.'' Any other mark is wrong. 

Item 23. Score right if line is drawn under the word 
"displeasing." Any other mark is wrong. 

Item 24. Score right if line is drawn under "Sub- 
marine." Any other mark is wrong. 



Achievement Examination: Sigma i 27 

Item 25. Score right if line is drawn under "much." 
Any other mark is wrong. 
(3) When the separate items of tests have been properly- 
checked, count up the number of correct responses and 
place the number on the front page. This is the figure 
to be recorded on the class record sheet. 

TEST 2 

Use Scoring Key for Sigma i. Place this alongside the 
No- Yes column and mark with a check every item wrongly 
marked. 

1. The score for this test is rights minus wrongs. This 
may be quickly figured by doubling the number of wrongs 
and subtracting from the attempts. Be careful not to 
subtract wrongs from attempts. Omitted items should 
be disregarded. 

2. If all the noes or all the yeses are marked, the score 
is zero. 

3. In all cases, when the number of wrongs is equal to or 
greater than the number of rights, the score is zero. 

4. The score when once computed should be written 
in the upper left-hand corner of page 8. This is the score 
to be recorded on the Class Record Sheet. 

3. Class Record Sheet 

On the Class Record Sheet for Sigma i record the names 
of all pupils examined. Under' heading " Score in Test i " 
record the number of correct answers as marked on front 
page of tests. In column headed "Score in Test 2" 
record score marked at top of page 8. 

In completing the columns headed "Reading AbiHty by 
Grade" and "By Age," refer to the tables of grade stand- 



28 Manual of Directions 

ards and age norms on pages 30 and 31 and record in the 
column headed "By Grade" the grade to which the 
pupil's score most nearly approximates and in the column 
" By Age " the corresponding age. Do this for both Test i 
and Test 2. 

In completing the other blanks on the sheet, observe 
the following directions : 

(i) Under "Age" give the exact present age in years 
and months, as 8-3. 

(2) Years in School. Write 3, 3 J, 4, 4^, 5, 5 J, etc., to 
indicate the exact length of the time pupil has been in 
school, from the time he first entered any school to the 
date of the examination. 

QUALITIES 

a. Scholarship. In rating a pupil in scholarship, think 
about how well he does in his school studies. If he is 
average, mark him C. If he is as good as the best 5 
per cent of children you have known in the public schools, 
mark him A, If he is better than the poorest 75 per cent 
of the pubHc school children you know, but not so good 
as the best 5 per cent, mark him B. If he is poorer 
than the best 75 per cent you have known, — i.e., poorer 
than the middle 50 per cent, but not so poor as the 
poorest 5 per cent, — mark him D. If he is as poor as the 
poorest 5 per cent of children in the pubHc schools, mark 
him E. Proceed similarly with every other child on the 
Hst. 

h. Intelligence. Intelligence is not the same as scholar- 
ship. In scoring pupils for intelligence, think of the skill 
with which they are able to meet new situations, both in 



Achievement Examination: Sigma i 29 

school and out. It Is not always true that the most intelli- 
gent pupil makes the highest marks in school, nor that 
the pupil with the highest marks in school subjects is the 
most intelUgent child. An intelligent child may earn 
high school marks if he is industrious, if he is physically 
well, if he is regular in attendance, and if all other school 
conditions are favorable. If these conditions do not pre- 
vail, he may still be inteUigent and not earn high marks. 

Proceed in estimating the intelligence by the same 
method as was used in estimating scholarship, scoring 
each pupil A^ B, C, Z), or E, as indicated. 

c. Industry. In rating a pupil for industry, consider 
his ability to apply himself to his school work, both in 
school and out, to learning his lessons, and to doing other 
set tasks, so far as this may be known to you. 

Proceed as in the case of scholarship and intelligence 
and score each pupil J, B, C, D, or E, as indicated. 

Keep in mind that 

J means superior, about the score of the best 5 per cent 
of children of that race and age. 

B means high average, above the average, but not so 
good as A. About 20 per cent of the children make this 
score. 

C means average, the score of the middle 50 per cent 
of that race and age. 

D, low average, means below the best 75 per cent of 
school children of that race and age; i.e., below the 
middle 50 per cent, but not so poor as the lowest 
5 per cent. 

E means inferior, about the score of the poorest 5 per 
cent of the children of that race and age. 



30 



Manual of Directions 



MEDIAN SCORE 

It will sometimes be helpful to compute the median 
score for the class either in the "total score" or for each 
test separately. When the median score for a small 
group is desired, it may be obtained by the following 
method : 

Select the highest score made and place this at the top 
of a column, ranging the other scores down in the order 
of magnitude to the lowest score at the bottom. Then 
count upward to the midpoint. This midpoint score 
may be taken as the median of the group. 

Where a more accurate determination is desired, it may 



be found by the formula 
cases under consideration. 



r+ I 



where r = the number of 



4. Interpretation of Results 

The results of the primary reading tests Sigma i may 
be interpreted in terms of grade standards and age norms 
shown in Tables i and 2. These standards are based on 
the results of the testing of 6000 children in Richmond, 
Norfolk, Cincinnati, St. Louis, Minneapolis, Madison, and 
Bloomington. 

Table i 
Grade Standards for Achievement Test in Reading : Sigma i 



Grade 


I 


2 


3 


4 


f Test I 


4 


12 


16 


20 


[ Test 2 


2 


8 


14 


18 



Achievement Examination: Sigma i 



31 



Table 2 
Age Norms for Achievement Test in Reading : Sigma i 



Age in Years 


7 


8 


9 


10 


II 


[ Test I 


6 


12 


Us 


18 


24 


[ Test 2 


4 


7 


12 


IS 


19 



In certain cases the pupil's standing in the two tests 
will not agree. This is due partly to the fact that the 
two tests measure somewhat different functions and 
partly to the fact that in one or the other test the pupil 
may not do himself full justice. 

A better interpretation of a pupil's educational ability 
and possibilities can be made if the other data called for 
on the Record Sheet are suppUed. The general intelligence 
tests will also give important supplementary information. 

There is good reason to believe that this Sigma i 
examination, in addition to being a test of reading ability, 
is also a good measure of general intelligence. A group 
of 144 eight-year-olds (7 years, 10 months to 8 years, 
3 months) were studied as to grade location and teachers' 
rating for intelligence. These two facts concerning a child 
may be considered a fair measure of his intelligence and as 
a criterion by which the dependability of a test may be 
measured. With this criterion the reading tests show a 
correlation of .674, P.E. .030. In another group of 200 in 
the first three grades, the correlation is .762, P.E. .020. 

Because of this general intelligence aspect of the exam- 
ination, it is a much better instrument upon which to 
base a prediction of future achievement than if it were to 
be regarded as a measure of present achievement merely. 



Ill 

INTELLIGENCE EXAMINATION: DELTA 1 

I. Directions for Giving 

(1) This examination consists of 6 tests, with a "fore- 
exercise" for each test. The fore-exercises are printed 
as Exercises i, 3, 5, 7, 9, and 11; the tests proper, as 
Exercises 2, 4, 6, 8, 10, and 12. 

(2) The fore-exercise is intended in each case to serve 
two purposes : (i) to afford opportunity for giving pre- 
Hminary instruction in the method of performing the 
real test, and (2) to give all pupils some practice in the 
test in order to equahze the preliminary experiences of 
the children with the test. 

(3) The tests are arranged in such a fashion that the 
fore-exercise can be given without the test proper being 
exposed. All instructions regarding methods of pro- 
cedure are to be given in connection with this fore- 
exercise, and when the pupil turns the page to the real 
exercise all instruction by the examiner ceases and no 
questions from pupils are to he entertained. The direc- 
tions for each exercise should be followed explicitly. 

(4) When the tests are distributed, the examiner will 
instruct the pupils to fill in the blanks at the top of first 
page. In some cases, as in that of a teacher giving the 
test to her own class for her own use, the name may be all 
the data needed. In such cases the other blanks may be 
ignored. In the upper grades the pupils will supply the 
needed information without detailed instructions. 

Where the detailed information is desired in the lower 
grades, the following instructions may be used : 

32 



Intelligence Examination: Delta i 33 

a. "On this page (pointing to the front page of the 
booklet) there are certain blanks to fill in. Look at the 
first one and write your first and last name. (Pause.) 

b. *'0n the same Hne read, *I am a Write 

the word *Boy' if you are a boy. If you are a girl, write 
the word *Girl.' (Pause.) 

c. ''On the next Une it says : 'This is the day 

of 19 Write in the day and the name 

of the month. (Examiner will give the correct data.) 
(Pause.) 

d. "On the same Hne tell how old you are. (Pause.) 

e. "Now look at the next Une. 'My next birthday 

will be on ' Write the month, day, and 

year. (Pause.) 

/. "Look at the next sentence : 'I am in half 

of Grade ' In the first blank write the word 

'First' if you are in the first half grade; write the word 
'Second' if you are in the second half grade. (Pause.) 
In the second blank write the figure showing which grade 
you are in. (Pause.) 

g. "Now look at the next line and write the name of 
your school. (Pause.) On the same hne write the name 
of your city (county). (Pause.) 

h, "On the last Une write the name of your state." 
(Pause.) 

EXERCISE I. ORAL DIRECTIONS 

Fore-exercise 
Introducing the first fore-exercise, the examiner pro- 
ceeds as follows: "Lay your pencils down until I say 



34 Manual of Directions 

* Ready!' With this Httle book we are going to play 
some interesting games. You must look straight at me 
and do just what I tell you to do. Do not turn over 
any page until I tell you to do so." 

All directions should be read slowly. 

(i) "Put your finger on i. See the Unes ? See the 
letters A and B at the top ? Look at me. (Examiner 
holds book before the class with finger pointing to the 
incomplete square.) When I say 'Go,' draw a line from 
the letter A to the letter B. Ready ! Go !" 

5 seconds. "Pencils down. 

(2) "Put your finger on 2. See the apple?" Ex- 
aminer goes to board and makes a cross like the letter X 
and says, "Here is the way to make a cross. Look at 
me. When I say ' Go,' make a cross on the apple. Ready ! 
Go!" 

5 seconds. "Pencils down. 

(3) "Put your finger on 3. See the big A .^ Look at 
me. When I say 'Go,' draw a ring around the letter A. 
Ready! Go!" 

5 seconds. "Pencils down. 

(4) "Put your finger on 4. See the ring .f* Look at 
me. When I say 'Go,' put a figure 3 inside the ring. 
Ready! Go!" 

5 seconds. "Pencils down. 

(5) "When I say 'Turn,' you are to turn the page. 
There you will find a whole page of pictures. Do not 
make any marks on any picture until I tell you to do so. 
Ready ! Turn ! 



Intelligence Examination: Delta i 35 

EXERCISE 2. ORAL DIRECTIONS 

(i) "Put your finger on i. See the mouse ? Look at 
me. When I say 'Go,' draw a ring around the mouse. 
Ready! Go!" 

3 seconds. "Pencils down. 

(2) "Put your finger on 2. See the letters A and B ? 
Look at me. When I say 'Go/ draw a hne from the 
letter A to the letter B. Ready ! Go !" 

3 seconds. "Pencils down. 

(3) "Put your finger on 3. See the letters A and B ? 
Look at me. When I say *Go,' draw a hne from the 
letter A to the point at B. Ready ! Go !" 

3 seconds. "Pencils down. 

(4) "Put your finger on 4. See the big figure i .^ Look 
at me. When I say *Go,' make two zeroes after the i. 
Ready! Go!" 

3 seconds. "Pencils down. 

(5) "Put your finger on 5. See the big ring.? Look 
at me. When I say 'Go,' make a ring around the letter X 
and another around the letter O. Ready ! Go !" 

5 seconds. "Pencils down. 

(6) "Put your finger on 6. Look at me. When I say 
'Go,' draw a line from A to B that will pass through C. 
Ready! Go!" 

5 seconds. "Pencils down. 

(7) "Put your finger on 7. Look at me. When I say 
'Go,' write a letter B on the ball, a letter G on the girl, 
and a letter F on the fish. Ready! Go!" 

8 seconds. "Pencils down. 

(8) "Put your finger on 8. Look at me. When I 



36 Manual of Directions 

say 'Go,' make a figure 2 on the chick, a figure 4 on the 
dog, and a figure 6 on the bug. Ready ! Go !" 
10 seconds. "Pencils down. 

(9) "Put your finger on 9. Look at me. When I say 
'Go,' if the bee comes after the rabbit put a cross on the 
rabbit ; if not, put a cross on the squirrel. Ready ! Go !" 

10 seconds. "Pencils down. 

(10) "Put your finger on 10. Look at me. When I 
say 'Go,' if a pig is larger than an elephant put a cross 
in the last square ; but if not, put a cross in the first 
square. Ready! Go!" 

10 seconds. "Pencils down. Now turn the page to 
Exercise 3." 

When giving the direction " Look at me," make sure 
that every pupil is looking at the examiner before the 
critical direction is given. 

EXERCISE 3. COPYING DESIGNS 

Fore-exercise 

(i) "Put your finger on i. Look at the straight line 
from A to B. When I say *Go,' make one just like it. 
Make it by drawing a line from the letter C to the letter D. 
Ready! Go!" 

5 seconds. "Pencils down. 

(2) "Put your finger on 2. Now look at the ring. 
When I say 'Go,' you are to make one just like the one 
you see. Make it by drawing around the big letter A. 
Ready! Go!" 

5 seconds. "Pencils down. 

(3) "Put your finger on 3. Now look at all the rest 
of the lines on the page and copy each one in the space 



Intelligence Examination: Delta i 37 

beside it. Work as carefully and as fast as you can. 
Ready! Go!" 

Allow 30 seconds and then say, "Pencils down. Turn 
over the page to Exercise 4. 

EXERCISE 4. COPYING DESIGNS 

"When I say 'Go/ begin at the first picture here 
(examiner points to first picture) and copy just as many 
of these pictures as you can right down the page. Then 
make the next row, beginning here (examiner points to 
picture at 6). Make yours just like the one you see here. 
Ready! Go!" 

Allow 2 minutes and then say "Stop! Pencils down. 
Now turn over the page to Exercise 5. 

EXERCISE 5. PICTURE COMPLETION 

Fore-exercise 
(i) "Put your finger on i. See the picture of a boy .^ 
It has something left out. The boy has no mouth. 
With your pencil mark in a mouth. Don't take time 
to make a good mouth. A straight line will do for a 
mouth. Ready ! Go ! 

(2) " Put your finger on 2. See the girl ? She has no 
eye. Give her an eye. A dot will do for an eye. Ready ! 
Go! 

(3) "Put your finger on 3. Look at all the other 
pictures on this page and mark in the part that is left 
out. Don't stop to make fine drawings. Make just 
enough marks to show that you know what is left out. 
Ready! Go!" 

Allow 20 seconds and then say "Pencils down. 



38 Manual of Directions 

EXERCISE 6. PICTURE COMPLETION 

"Do not turn over this page until I tell you to do so. 
When I say 'Turn/ you are to turn the page and find a 
whole page of pictures, each of which has something left 
out. Mark on each picture the part that is left out. 
Finish as many as you can before I say *Stop.' Ready! 
Turn!" 

Allow 3 minutes and then say "Stop! Pencils down. 
(Pause.) Turn over the page to Exercise 7. It is upside 
down. Turn it right side up. 

EXERCISE 7. PICTURE COMPARISON 

Fore-exercise 

(i) "Put your finger on i. See the two pictures of a 
hand .^ Are they the same t (Get the answer from some 
child.) Yes. Then make an S on the little line between 
them. 

(2) "Put your finger on 2. See the next two pictures .^ 
Are they the same or different t (Get the answer from 
some child.) They are different. Then make a D on the 
little line between them. Ready ! Go ! 

(3) "Put your finger on 3. Are the next two the same 
or different .^ (Get the right answer from some child.) 
Yes, they are the same. Then make the letter S where 
it should be. Ready ! Go ! 

(4) "Now look at all the other pictures. If the two 
pictures are the same, put an S on the little line between 
them. If they are different, put a D on the line between 
them. Ready! Go!" 

Allow 10 seconds and then say "Stop ! Pencils down. 



Intelligence Examination: Delta i 39 

EXERCISE 8. PICTURE COMPARISON 

"Do not turn the page until I tell you to do so. When 
you do turn it, you will find a whole page of pictures ar- 
ranged in twos. If the two pictures are the same, put 
the letter S on the line between them. If they are differ- 
ent, put the letter D on the line between them just as 
you did on this page. When I say 'Turn,' turn to Exer- 
cise 8 and mark as many as you can before I say 'Stop.' 
Ready! Turn!" 

Allow 20 seconds and then say "Stop 1 Pencils down ! 
Turn the page to Exercise 9. 

EXERCISE 9. SYMBOL-DIGIT 

Fore-exercise 

(i) "Look at this row of pictures (examiner holds up 
the test, pointing with his finger to the top row). Look 
at the first picture, a knife. What figure is under it t 
(Get the answer from some child.) Yes, a i. Look 
at the chicken. What figure is under it .^ Yes, a 2. 
See, each picture has a figure under it. 

(2) "Now look at the next row of pictures. There 
are no figures here. (Examiner points.) You are to 
put the figures in with your pencil. Look at the first 
picture, a chicken. Find the chicken in the first row of 
pictures. What figure is under it "^ (Examiner gets 
answer from some child.) Yes, it is a 2. Now put a 2 
in the square under the lower chicken. (Examiner 
points.) Now look at the next picture in the lower row. 
It is a knife. The figure under the knife above is i. 
Put a I in the right square. Look at the next picture. 



40 Manual of Directions 

Find the right figure. It is 3. Put a 3 in the right place. 
Now work right on in the same way until you have filled 
each square on the page." 

Allow one-half minute and then say " Stop ! Pencils 
down. 

EXERCISE 10. SYMBOL-DIGIT 

"Do not turn the page until I tell you to do so. On 
the next page you will find a whole page of pictures to be 
numbered in the same way. You are to put the right 
figure in just as you did on this page. Be sure to get 
the right figure in each square. Begin at the top row 
and do as many as you can. Ready! Turn!" 

Allow I minute and then say "Stop! Pencils down! 
Turn over the page to Exercise 11. 

EXERCISE II. WORD COMPARISON 

Fore-exercise 

(i) "Put your finger on i. Here are two words: 
small — little. Do they mean the same thing t (Get 
the answer from some child.) Yes. Then write the 
letter S on the little line between them. Ready ! Go ! 

(2) "Put your finger on 2. See the two words : no — 
yes. Do they mean the same ^ (Get the answer from 
some child.) No, they mean different. Then put a 
letter D on the little line between them. 

(3) "See the next two words: fall — drop. What 
mark will you put on the line between them } (Get 
answer from some child.) Yes, put a letter S between 
them because they mean" the same thing. Ready ! Go ! 

(4) "Now look at the next two words: leap — jump. 



Intelligence Examination: Delta i 41 

What letter shall we write between these ? (Get the 
right answer from the pupils.) S is correct. Write it. 

(5) "Now look at number 5. What are the words? 
Black — white. What shall we write on the line be- 
tween them t (Get the answer as before.) D is correct. 
Write it. 

"Now look at the next pairs of words. Mark them as 
they should be. Ready ! Go !" 

Allow 30 seconds and then say "Stop ! Pencils down. 

EXERCISE 12. WORD COMPARISON 

"Do not turn the page until I tell you to do so. When 
you do turn it, you will find a long list of words. 
The words are arranged in twos. In some cases the two 
words mean the same thing. In other cases the words 
mean different things. If the two words mean the same 
thing, put an S on the little line between them. If they 
mean difi'erent things, put a D between them. When I 
say *Turn,' you are to turn the page and begin work. 
Begin at the top of the page and be very careful to do 
them right, S for * Same ' and D for ' Different.' Ready ! 
Turn!'' 

Allow 2 minutes and then say "Stop ! Pencils down. 

"Close your books and lay them on your desk this 
side up (examiner showing). The monitors will gather 
them up quickly and quietly, keeping them all the same 
side up." 

2. Directions for Scoring 

Exercises i, 3, 5? 7? 9? ^nd 11 are fore-exercises and are 
not to be scored. Score exercises 2, 4, 6, 8, 10, and 12. 



42 Manual of Directions 

EXERCISE 2. ORAL DIRECTIONS 

(i) Score is twice the number right. Slight varia- 
tion in execution if intent is clear does not invalidate 
response. 

(2) The following rules for the several items should be 
observed : 

Item I. Any line, though irregular, which surrounds 

the mouse is correct. 
Item 2. Line should connect with points A and B 

so as to complete the star. 
Item 3. Line should begin at the A, pass through 

feathered end of arrow, and end at arrow head so 

as to complete the arrow. 
Item 4. Two zeroes placed in any position after the 

I count right. 
Item 5. Circles should surround the letters and not 

overlap the large circle. 
Item 6. Line should touch or approximately touch 

the lines at A and B or the letters A and B and 

should touch the letter C or pass immediately 

above or below it. 
Item 7. Letters should be on the pictures. Any 

part of the pictures, even the edge, counts right. 
Item 8. Figures should be in correct order, though 

they need not be exactly on the pictures. 
Item 9. Cross on squirrel counts right. Cross on 

rabbit, on the bee, or on any two pictures counts 

wrong. 
Item 10. Cross in first square counts right; any 

other mark makes response wrong. 



Intelligence Examination: Delta i 43 

(3) Check all wrong or omitted responses and compute 
the number right. Multiply this number by 2. The 
product is the correct score. 

EXERCISE 4. COPYING DESIGNS 

(i) Score is number right. 

(2) Use Scoring Key for Delta i, Ex. 4. Score right 
any drawing as good as any one of the satisfactory re- 
sponses shown in the key. 

(3) Check all wrong or omitted responses, and record 
the number right. 

EXERCISE 6. PICTURE COMPLETION 

(i) Score is number right. 

(2) Criterion of correct response is that child evidently 

tried to indicate the missing part. Ignore technical 

accuracy in scoring. The following rules cover the 

several items where there is likely to be question : 

Item 4. Both lines must be completed. 

Item 5. Lines joining broken stream of water. 

Correct. 
Item 6. Correct : one, two, or three lines indicating 

missing veins. 
Item 7. Correct : any mark indicating missing rung 

of ladder in right place. 
Item 8. Correct : any marks indicating missing 

trunk. All else wrong. 
Item 9. Correct : any marks to indicate missing 

leaves. 
Item II. Line indicating cord from base on table 
to end of ear trumpet is right. Nothing else. 



44 Manual of Directions 

Item 12. Correct : any mark indicating missing oar. 
Item 13. Any marks indicating shadow of andiron 

on right counts correct. 
Item 14. Correct : Line must be drawn through end 

of arrow in boy's right hand. Line connecting 

ends of bow but not touching, or approximately 

touching, the boy's hand scores wrong. 
Item 15. Correct: Any mark to indicate missing 

hub scores right. 
Item 16. Zero placed to left of column of mercury 

and midway between 20 and 20 correct. Nothing 

else. 
(3) Check wrong and omitted items and record num- 
ber of rights. 

EXERCISE 8. PICTURE COMPARISON 

(i) Score is R — W, rights minus wrongs. 

(2) Use Scoring Key, Ex. 8. Check wrong and omitted 
items and subtract the wrongs from the rights. This 
is the score. 

EXERCISE ID. SYMBOL-DIGIT 

(i) Score is number right. ^ 

(2) Use Scoring Key, Ex. 10. Check wrong and omitted 
items and compute the number right. 

EXERCISE 12. WORD COMPARISON 

(i) Score is R — W, rights minus wrongs. 
(2) Use Scoring Key, Ex. 12. Check wrong and omitted 
items. Subtract wrongs from rights. This is the score. 



Intelligence Examination: Delta 



45 



TOTAL SCORE 

Total score is the sum of the scores made on the several 
items of the test. The total possible score is indicated 
in this table. 

Table 3 



Exercise 


Method of Scoring 


MAXDfljM Score 


2 


(Rights) 


10 


4 


Rights 


10 


6 


Rights 


16 


8 


Rights — Wrongs 


20 


10 


Rights 


48 


12 


Rights - Wrongs 


25 

129 



3. Class Record Sheet 

Record name and total score on the Class Record Sheet. 

The data for the two columns headed "Nearest Stand- 
ard Scores, Grade and Age," are to be obtained from 
Tables 4 and 5. 

The other data called for may be provided as directed 
on pages 27 to 30. 



4. Interpretation of Scores 

In Tables 4 and 5 on the following page are given the 
grade standards and age norms for the Delta i tests based 
on results from 4000 children in Grades i to 3 of Rich- 
mond, Norfolk, St. Louis, Cincinnati, MinneapoHs, and 
Bloomington. The results of the Delta i tests may be 
interpreted in terms of these norms. 



46 



Manual of Directions 



Table 4 
Grade Standards for General Intelligence Test ; Delta i 



Grade at end of year 


I 


2 


3 


Score 


35 


55 


70 


Table 5 

Age Norms for General Intelligence Test : Delta i 


Age 


7 


8 


9 


10 


Score 


35 


SO 


6S 


75 



This test shows a fairly high correlation with the grade 
location and teachers' intelligence rating of pupils. In 
the case of 164 eight-year-olds (7 years, 10 months to 
8 years, 3 months) in Richmond the figures were .633 
(Pearson), P.E. .033. With a group of 200 chosen from 
Grades i to 3 the correlation is .678, P.E. .030. 

The dependability of the results from this test will be 
increased if they are used in connection with the Sigma i 
examination. In such use the best practice is to give the 
two examinations two or more days apart. Another way 
of increasing the dependability of the tests is to repeat 
this same examination after the lapse of a week or ten 
days: On the second trial there will be some increase in 
score for the class as a whole, and individuals whose 
scores on the first trial may have been due to abnormal 
conditions on the first test day will be given a chance to 
recover and show their normal capacity. Particularly 
high or low scores repeated on the second trial are less to 
be ignored than those made on one trial alone. 



IV 
INTELLIGENCE EXAMINATION: DELTA 2 

I. Directions for Giving 

(i) The examiner will explain to the pupils that a new 
test is to be given. He will hold up a copy of Delta 2, 
with the front page to the class, and say, "The tests are 
in these Httle books. We will now distribute them with 
this side up (indicating front page). Do not turn them 
over or open them until I tell you to do so." 

(2) Have monitors distribute the tests as indicated. 

(3) When the tests are distributed the examiner will in- 
struct the pupils to fill in the blanks at the top of first page. 
In some cases, as in that of a teacher giving the test to 
her own class for her own use, the name may be all the 
data needed. In such cases the other blanks may be 
ignored. In the upper grades the pupils will supply the 
needed information without detailed instructions. 

Where the detailed information is desired in the lower 
grades, the following instructions may be used : 

a. "On this page (pointing to the front page of the 
booklet) there are certain blanks to fill in. Look at the 
first one and write your first and last names. (Pause.) 

h. "On the same hne read, *I am a Write the 

word 'Boy,' if you are a boy. If you are a girl, write 
the word * Girl.' (Pause.) 

c. "On the next Une it says : *This is the day of 

19- •' Write in the day and the name of the 

month. (Examiner will give the correct data.) (Pause.) 

d, "On the same line tell how old you are. (Pause.) 

47 



48 Manual of Directions 

e. "Now look at the next line. *My next birthday- 
will be ' Write the month, day, 

and year. (Pause.) 

/. *'Look at the next sentence : ^I am in half 

of Grade ' In the first blank write the word * First' 

if you are in the first half grade ; write the word ' Second' 
if you are in the second half grade. (Pause.) In the 
second blank write the figure showing which grade you 
are in. (Pause.) 

g. "Now look at the next hne and write the name of 
your school. (Pause.) On the same line write the name 
of your city (county). (Pause.) 

h. "On the last Hne write the name of your state." 
(Pause.) 

(4) When the blanks have been satisfactorily filled in, 
the examiner will read the instructions aloud while the 
pupils read them silently. 

He will proceed as follows, reading slowly : 

"Read the instructions on this page with me. (I will 
read aloud while you look at what it says.) 'This Httle 
book contains some exercises which will show how well 
you can do certain things. Some of the things are very 
easy, and some are very hard. There are six exercises 
in all. You will be shown them one at a time and will 
finish each one before you see the next one. Do not turn 
any page until you are told to do so. As soon as you 
turn the page, lift your pencil, with your elbow on your 
desk, and do not put your pencil down until we have read 
the instructions and until I say " Go ! " Now turn the page 
to Exercise i.' 



Intelligence Examination: Delta 2 49 

EXERCISE I. SENTENCE READING 

"Attention ! Attention always means to hold your 
pencil like this (examiner demonstrating), with elbow 
on desk and with eyes looking straight at me. Now look 
at the directions at the top of the page as I read them. 

*' * Read this question : Do cats see .? No Yes 

The right answer is Yes ; so a line is drawn under Yes. 

*' 'Read the next question : Is coal white "^ No Yes 

The right answer is No ; so a hne is drawn under No. 

" ' Below are a great many more questions. Read them 
carefully, one at a time, and draw a line under the right 
answer. When you are not sure, guess.' You will have 
5 minutes to work. Ready! Go!" 

Allow exactly 5 minutes and then say "Stop! Turn 
over the page to Exercise 2. 

EXERCISE 2. ARITHMETICAL PROBLEMS 

"Attention ! Look at the directions at "the top of the 
page while I read them. 'Get the answers to these prob- 
lems as quickly as you can. Use the side of this page 
(exhibiting) to figure on if you need to.' I will say 
'Stop!' at the end of 5 minutes. You may not be able 
to finish all of them, but do as many as you can in the 
time allowed. The first two are already answered cor- 
rectly. Ready! Go!" 

Allow exactly 5 minutes and then say "Stop! Turn 
over the page to Exercise 3. 

EXERCISE 3. PICTURE COMPLETION 

"This is Exercise 3 here (examiner holds up page) — 
a lot of pictures. Let us read what it says: 'Each of 



50 Manual of Directions 

these pictures has something missing, and you are to 
put in with your pencil the missing part. Look at the 
first one. It is the picture of a boy's face, but it has no 
mouth. Now with your pencil mark in a mouth. The 
woman has no eye. Give her an eye. The other 
pictures are to be finished in the same way.' 

"Attention! When I say ^Go,' begin at No. i and 
mark in each picture the part that is missing. Ready I 
Gol" 

Allow exactly 3 minutes and then say "Stop! Now 
turn your book around to Exercise 4. (Examiner 
illustrates necessary rotation.) 

EXERCISE 4. SYNONYM-ANTONYM 

"Attention ! Look at the directions at the top of the 
page while I read them. (Examiner reads slowly.) 
" 'Look at these two words : 

Httle — small same — opposite 

" 'They mean the same thing ; so a Hne is drawn under 

^^"^^' good — bad same — opposite 

" ' These two words do not mean the same ; they mean 
just the opposite ; so a line is drawn under opposite. 

" ' Now look at all the other words on this page. If the 
words of a pair mean the same or nearly the same, draw 
a Hne under same. If they mean the opposite or nearly 
the opposite, draw a line under opposite . If you cannot 
be sure, guess.' 

"Ready! Go!" 

After 2 minutes say "Stop! Turn over the page to 
Exercise 5. 



Intelligence Examination: Delta 2 51 

EXERCISE 5 PRACTICAL JUDGMENT 

•* Attention ! Look at the directions at the top of the 
page while I read them. (Examiner reads slowly and 
carefully.) 'This is a test of common sense. Below are 
sixteen- questions. Three answers are given to each ques- 
tion. You are to look at the answers carefully ; then make 
a cross in the square before the best answer to each ques- 
tion, as in the sample : 

Why do we use stoves t Because 
D they look well 
they keep us warm 
D they are black 
"*Here the second answer is the best one and is marked 
with a cross. Begin with No. i and keep on until time is 
called.' Ready! Go!" 

'After 2 minutes say "Stop! Turn over the page to 
Exercise 6. 

EXERCISE 6. INFORMATION 

"Attention ! Look at the directions at the top of the 
page while I read them. (Examiner reads slowly.) * Look 
at this sentence : People hear with the eyes — ears — nose 
— mouth. The correct word is "ears," because it makes 
the truest sentence. In each of the sentences below you 
have four choices for the last word. Only one of them is 
correct. In each sentence draw a line under the one of 
these four words which makes the truest sentence. If you 
cannot be sure, guess. The first one is already marked as 
it should be.' Ready! Go!" 

After 4 minutes say "Stop !" 

Have all booklets and other materials collected at once. 



52 Manual of Directions 

2. Directions for Scoring 

general rules 

(i) Each item of each exercise is scored either right or 
wrong. No part credits are given. 

(2) In general, items evidently corrected by the pupil 
stand as corrected. 

(3) Before beginning the scoring of each exercise, indi- 
cate the last item of the test attempted by drawing a long 
Hne under that item and out into the margin of the page. 

(4) In tests where the score is "number right," wrong 
and omitted items are checked thus, v/, and the number of 
checks subtracted from the total number of items down 
to the Hne indicated under 3 above gives the score. 

(5) In Tests I and 4, where the score is "Right minus 
Wrong," wrong and omitted items must be separately 
checked. Wrong items are checked thus, >/. Omitted 
items are checked thus, o. 

(6) Enter the score for each test in the lower right- 
hand corner of the test page and encircle it. When the 
test has been rescored, a check mark may be made beside 
the circle. 

(7) Use blue pencil, because it increases accuracy of 
scoring. 

(8) The Scoring Key for Delta 2 may be used for scor- 
ing all exercises. 

EXERCISE I 

(i) Use Scoring Key for Delta 2, Ex. i. Place in posi- 
tion as indicated on the key and check all incorrect and 
omitted answers. 

(2) The score is R — W, the number right minus the 



Intelligence Examination: Delta 2 53 

number wrong. A quick method is to double the 
"wrongs" and subtract from the "attempts." 

Warning! Do not figure the score as attempts minus 
wrongs. 

(3) Anyclearmethodof indicating answer is given credit. 

(4) When both "No" and "Yes" are underhned, count 
as omitted, not as wrong. Items so omitted are con- 
sidered not attempted. 

(5) If only "Noes" are underlined right down the 
column, the score is zero; similarly if only "Yeses" are 
so underhned. 

EXERCISE 2 

(i) Use Scoring Key, Ex. 2. Place the edge of the 
key next to the column of answers and check wrong and 
omitted responses thus, s/. 

(2) Score is number right. To obtain it, count all 
checks recorded under i above and subtract from the 
number of the last problem attempted. 

(3) Answer may be written on dotted Une or elsewhere 
near its problem. 

(4) If two answers are given to any problem, count 
as wrong. 

(5) If it seems clear that, by a slip, one answer has 
been put in the wrong brackets, and the next answers 
are all thus misplaced, give credit for the answers that 
are right even if misplaced. 

(6) Omission of dollar sign is permissible. 

(7) Omission of decimal point is permissible in items 2, 
II, and 16. Fraction may be expressed as decimal in 
item 18. 

(8) Abstract numbers are to be considered right. 



54 Manual of Directions 

EXERCISE 3 

(i) In the key for this exercise, the missing parts are 
shown in red. 

(2) Score is number right, not including first two items, 
which are samples. 

(3) Rules for individual items : 

Item 2. Any spoon at any angle in right hand re- 
ceives credit. Left hand, or unattached spoon, 

no credit. 
Item 3. Any mark surely indicating a handle to 

pot, counts right. In the key two kinds of handles 

have been drawn in in red. Either kind scores 

right. 
Item 4. Only an ear on side opposite the intact 

ear receives credit. 
Item 5. Marks indicating the missing jaw are to 

be counted right. 
Item 6. Drawing indicating strings, even though 

not of the correct length, receives credit ; nothing 

else receives credit. 
Item 7. Square, cross, etc., between date mark and 

upper right-hand corner receives credit. All others 

wrong. 
Item 8. Any marks to indicate missing block count 
■ right. 

Item 9. Mark to indicate trigger of pistol right. 
Item 10. Chimney must be in right place. No 

credit for smoke. 
Item II. Stick in the right hand in any position 

counts right. 



Intelligence Examination: Delta 2 55 

Item 12. Any marks connecting ink blot with neck 

of bottle. 
Item 13. Only marks clearly indicating tracks be- 
tween last track and feet of boy score right. 
Item 14. Handle of umbrella to hands of child 

counts right. Handle in any other position does 

not count. 
Item 15. Mark indicating food in bill of mother bird. 
Item 16. Hand and powder puff must be put on 

proper side in the image. (Left hand of lady is 

the right hand of her image.) > 
Item 17. Line indicating long hand of clock and 

placed between I and IV scores right. Any other 

marks wrong. 
Item 18. Zero placed to left of column of mercury 

at mid-point between 20 and 20. 
Item 19. Any marks indicating shadow of cat on right. 
Item 20. Any marks to indicate steam issuing from 

spout of kettle. 

EXERCISE 4 

(i) Use Scoring Key, Ex. 4. Place in position as indi- 
cated and check all wrong responses thus, \/, and all 
omitted responses thus, o. 

(2) Score is R — W, rights minus wrongs, as defined 
for Exercise i. 

(3) Any clear method of indicating answer is given 
credit. 

(4) When both "Same" and "Opposite" are under- 
lined, count as omitted, not as wrong. 

(5) If only "Sames" are underlined right down the 



56 Manual of Directions 

column, score for the test is zero; similarly, if only 
^'Opposites" are underlined right down the column. 

(6) Papers which give evidence of alternate responses 
are marked zero. 

EXERCISE 5 

(i) Use Scoring Key, Ex. 5. Place in position as indi- 
cated and check wrong responses. 

(2) Score is number right. 

(3) Any clear method of indicating answer is given full 
credit — underlining, checking, etc. 

(4) If two answers are marked, count as wrong unless 
one is clearly indicated as final. 

EXERCISE 6 

(i) Use Scoring Key, Ex. 6, and check all wrong and 
omitted responses thus, s/. 

(2) Score is number right. 

(3) Any clear indication other than underlining receives 
full credit. 

(4) If two or more of the last four words are marked, 
give no credit. 

(5) Underlining of any of the first three words of an 
item does not in itself remove credit. 

TOTAL SCORE 

When all the exercises of a book are scored, add the 
several scores for the separate tests and place the total 
score on the front page of the test book in upper right- 
hand corner. The following table indicates in summary 
the method of scoring and the maximum raw score : 



Intelligence Examination: Delta 2 

Table 6 



57 



Test 


Method of Scoring 


Maximum Raw Score 


I 


R-WorA-2W 




40 


2 


R 




20 


3 


R 




20 


4 


R - W or A - 2W 




40 


5 


R 




16 


6 


R 


Total score 


40 

176 



R = Right 
W = Wrong 
A = Attempts 

3. Class Record Sheet 
Follow directions given for Delta i on page 45. 

4. Interpretation of Scores 

The results of the Delta 2 tests may be interpreted in 
terms of the following tables of norms, based on tests 
of about 20,000 white children in the city and rural schools 
of Virginia and in the following cities : Baltimore, Buffalo, 
Champaign, Cleveland, Evansville, Indianapolis, Louis- 
ville, Rochester, Stoughton and schools of Illinois, Iowa, 
and Wisconsin. 

Table 7 gives the standard scores for the several grades 
based on the present classification of children in the 
schools. The median deviations from these scores are 
fairly low, much less than the intergrade steps between 
successive grades. Granting, therefore, that the tests 
have been fairly given, it is reasonably certain that the 



S8 



Manual of Directions 



score which a pupil makes represents his general intelli- 
gence in terms of this test. 

Table 7 

Standard Scores in General Intelligence Examination Delta 2 for Each of 

Grades 3 to 9 Inclusive 



Grade 


3 


4 


5 
78 


6 


7 


8 


9 


Score 

1 


40 


60 


96 


no 


120 


130 



In addition to interpreting results in terms of grade 
standards, it is frequently desirable to compare them 
with the age norms shown in Table 8. If an eleven-year- 
old child scores 78, he is normal for the fifth grade. If, 
however, he scores 97, he is of sixth-grade ability, and his 
score has added significancebecause it is considerably above 
the median for his age. He is a superior child and should 
be given the educational treatment adapted to his needs. 

Table 8 
Age Norms for General Intelligence Test, Delta 2 



Age 


8 


9 


10 


II 


12 


13 


14 


15 


Score 


25 


43 


55 


66 


77 


87 


100 


115 



Table 9 
Standard Scores in Exercises i and 2, Delta 2, for Each of Grades 3 to 9 

Inclusive 



Grade 


3 


4 


5 


6 


7 


8 


9 


Exercise i 


14 


20 


23 


27 


30 


32 


35 


Exercise 2 


5-0 


7.0 


9.0 


lo.S 


II-5 


130 


150 



Intelligence Examination: Delta 2 59 

In case it is desired to check the results of this intelli- 
gence examination, it can be done by repeating the test 
after an interval of a week or ten days. The increase in 
score in the second trial for children who have had no 
intervening practice will be slight, probably not to exceed 
5 per cent on the test as a whole. In the case of such 
repetition the scores for the two tests may be added and 
the sum divided by two. This result will be within a 
small per cent of what the child should have made on the 
first test if all conditions had been favorable for his doing 
his best. He is thus protected from any disadvantage or 
unfair rating that he might suffer from the single test. 

What was said on page 18 concerning individual exam- 
inations is pertinent here. 

In distinctly abnormal cases a consulting psychologist 
or physician, or both, should be called in. It is not 
intended in advising teachers to use intelligence tests 
that they should assume complete competency in psycho- 
logical diagnosis. Their use of the tests should make 
them more apt to recognize the cases needing expert 
attention and more ready to solicit such assistance in 
special cases. 



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